It is about the intensive and extensive reading

1. ENG 301
Asif Yousaf

2. • With two different but complementary
strategies—extensive and intensive reading—we
can strengthen our reading skills
• Intensive and extensive reading, named after a
detailed study by Harold Palmer, are two distinct
methods of reading

3. • It’s such a reading
where testing, evaluating and increasing
knowledge is the primary focus.
• Understanding the literal meaning of what’s
being read is vital.
• Reading intensively often includes note-
taking and attention to details.

4. • In intensive reading, there’s an emphasis on
deconstructing sentences to understand grammar
and syntax rules as well as to extricate the details
of the topic.
• It can also involve reading comprehension
testing, such as finding answers to specific
questions.

5. • Uses the grammar-translation approach where the
teacher works with the learners, using the first
language to explain the meaning of the text, sentence
by sentence
• Its goal is to determine what language features will
get attention in the course which will in turn become
the language syllabus
• It would be better if the items occur in a wide range
of texts
• Teachers should ask, “How does today’s teaching
make tomorrow’s text easier?” – Nation, 2009

6. Some possible examples of intensive reading
material are :
• reports,
• contracts,
• news articles,
• blog posts and
• short pieces of text such as short stories.

7. • Comprehension
• Regular and irregular sound-spelling relations
• Vocabulary
• Grammar
• Cohesion
• Information structure
• Genre features
• Strategies
- Nation, 2009

8. • Directs the learners’ attention to features of the
text that can be found in almost any text
• Directs the learners’ attention to reading the text
• Provides the teacher and learners with useful
information about the learners’ performance on
the exercise
• Easy to make

9. • Pronominal questions
• Yes/no questions
• True/false statements
• Multiple-choice sentences
• Sentence completion
• Information transfer
• Translation
• Précis

10. • High frequency words deserve attention
• Low frequency words are best ignored or dealt
with quickly
• Guessing from context, analyzing words using
word parts and dictionary deserve repeated
attention over a long period of time

11. • High frequency grammar items deserve
sustained attention
• Low frequency grammar features are part of
strategies

12. • Reference words and substitutes
• Ellipsis
• Comparison
• Conjunction relationships
• Lexical cohesion

13. • Takes note of the communicative effect and
purpose of the text

15. • is a completely different sort of approach.
• know how it feels when you’re doing
something simply for the joy of doing it?
• Like riding a bicycle or dancing, when you
know it won’t matter if you don’t get the gears
shifted perfectly or your dance steps don’t hit
every downbeat?
• Extensive reading is like that. It’s reading for
fun. And it’s doing it as often as possible.

16. • Fluency and total comprehension aren’t
necessary for extensive reading.
• It’s great to read at or, even better, below a
comfortable level of understanding.
• Most of the time, an unfamiliar word can be
deciphered by the surrounding text and if not,
that’s fine, too.
• It’s not vital to understand every single word in
order to get the general idea of a particular
passage.

17. • It’s generally accepted that 90-95% of the words
should be familiar in order to read comfortably in
a foreign language.
• Most of us can get along pretty well even
without having all that vocabulary in our
toolboxes.
• Guessing, especially when reading extensively,
does work.

18. • The idea behind extensive reading is that
increased exposure leads to stronger language
skills.
• Think of the vocabulary you’re being exposed
to when you read a lot.
• And seeing the structure, idioms and cadence of
a language leads to familiarity, which leads to
reading competence.

19. • Think about dancing again. The more you
dance, the better you get. Reading extensively is
just like that—but without the tight shoes!
• Possible examples of extensive reading material
are magazines, graded readers, novels and, yes,
even comic books!

20. • Extensive reading meant “rapidly” reading
“book after book”. (Harold Palmer)
• A reader’s attention should be on the meaning,
not the language of the text.
• Overall, extensive reading, can be defined as
reading a large quantity of text, where reading
confidence and reading fluency are prioritized.

21. 1. Do not look up words in the dictionary.
2. Skip over parts you do not understand.
3. If you are not enjoying one book, toss it aside
and get it another.

22. • To get the students reading in the second
language and liking it.
• Intended to develop good reading habits to
build up knowledge of vocabulary and structure,
and to encourage a liking for reading.

23. • to increase students confidence in their English
reading ability
• to increase students motivation in their English
reading
• to increase students reading fluency, specifically
- to decrease dependence on word by word
comprehension - to increase reading speed
(number of pages read per hour)

24. • to increase student’s narrative interpreting
ability, specifically so that students
- identify and record key/interesting points in a
narrative
- write and discuss in English their own ideas
and opinions about what has been read, and
their own reading progress.

25. • Students read as much as possible.
• Related to pleasure, information and general
understanding.
• Students select what they want to read.
• Reading material are well within the linguistic
competence of the students.

26. • Reading is based on the students own pace.
• Teacher is the role model of a reader for the
students.
• Reading can be done inside and outside
classroom.

27. Intensive
• Narrower area
• Topic is given by the
teacher
• Activity after reading
is easier
• Students are tasked to
find difficult words in
the text
Extensive
• Larger area
• Topic the students
enjoy
• Activity after reading
is more complex
• Discourage overuse of
a dictionary